ERIC Number: ED442758
Record Type: RIE
Publication Date: 2000-Apr-28
The Impact of Instructional Methods on Preservice Teachers' Attitudes toward Teaching and Learning.
Gibson, Helen L.; Van Strat, Georgena A.
This study involved a longitudinal examination of a program designed for paraeducators enrolled in an Urban Preservice Degree Articulation in Teacher Education (UPDATE) program. During the first year, 16 paraeducators successfully completed a series of mathematics courses taught using constructivist instructional methods. These user-friendly mathematics courses offered at a community college through the UPDATE program in 1998 had a positive impact on paraeducators' attitudes toward mathematics. In 1999, during the second year of the program, 14 of the same paraeducators enrolled in an introductory biology course taught using traditional methods (lectures and notetaking). Researchers administered two quantitative surveys, an attitudinal survey, and an instructional strategy survey, and conducted a focus group. Pre- and post-intervention scores on the attitudinal survey were analyzed for any significant change in paraeducators' attitudes toward science. The instructional survey was also administered at the end of the course to collect information about teaching methods used and to learn how these methods impacted learning. Data from the surveys and focus group suggested that use of traditional instructional methods had a negative impact on paraeducators' attitudes toward teaching and learning science. (Contains 33 bibliographic references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Supported in part by the Massachusetts Eisenhower Higher Education Development Program.